Producing and implementing new forms of engaging, high-benefit assessment for undergraduate science students

Susan Rowland

Context: BIOC2000 is a problem classDemographics• ~500 sophomore students in 24 programs• Required course for ~80% of cohort • ~15% are interested in a biochemistry career

ProblemMany students in this class lack motivation and interest in the material. They do poorly in exams and struggle with the current assessment items. The course receives low evaluations by students. I tried adding extra support measures, but that didn’t work too well.

Research Question1) Can we use UG science student input to produce and implement new forms of assessment that they see as engaging and high-benefit?2) How well does this new assessment methodology work in comparison to the current system?

Research question – a deeper analysis1) Other than grades, what do the students want from their second year biochemistry and molecular biology course experience?

2) We consistently test students with “science centric” methods. Are students receptive to the idea of altering assessment regimes to provide student-empowering mixed-ability learning opportunities while maintaining academic rigour and minimizing “costs”?

3) What ideas do students have for new assessment items that they see as relevant and valuable to them?

4) How does this type of implementation work in a system where assessment choice is unfamiliar to students and frowned upon by faculty?

Why is this question interesting?

Motivation = expectancy x value

Expectancy (aptitude)

Valu

e (in

tere

st)

MOT IVAT IO

N High intrinsic motivation behaviours

Research methodologyShort term (6 – 8 months) 1) A review of student receptiveness to assessment change - large-scale survey, mostly Likert scale. Help on questions is welcomed.2) Student comment on the current “benefits” of assessment - open ended questions on same survey + focus group 3) Student input into the design of new assessment tools for BIOC2000 - workshop with volunteer students from past BIOC2000 cohorts4) An emergent model for delivery of assessment choice for the students - for presentation to fellow faculty. They need to be convinced.

Longer term (9 – 12 months)1) Delivery of a new empowered assessment set to BIOC20002) Collation of assessment results

+ comparison to previous year’s student responses to the course 3) Collation of student response to new assessment methods

+ comparison to previous year’s student responses to the course4) Presentation of new system of assessment to fellow faculty